ABSTRACT: This essay, drawing from Design Thinking, challenges college faculty to reconsider the reading and teaching of literature in the undergraduate Spanish curriculum and initiates a visionary brainstorming process to be continued by readers in their own institutions. It suggests considering new research in cognitive literary studies, the impact of digital communications, and students’ personal reading experiences and future goals as individuals and departments imagine new places for literature in and across the curriculum and innovative ways to teach it.
CLICK HERE to read the entire article with a response from Victoria L. Garrett (College of Charleston) and Edward Chauca (College of Charleston).
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